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Advisor(s)
Abstract(s)
A Constituição Federal Brasileira estabelece que "As universidades [...] obedecerão ao princípio de indissociabilidade entre ensino, pesquisa e extensão". Tal princípio de indissociabilidade, ou Tripé Universitário, surge para definir o papel das universidades brasileiras perante a sociedade, criando um trato entre as Instituições de Ensino Superior (IES). O Tripé é formado pelo ensino superior, pela pesquisa universitária e pela extensão universitária, a par da articulação entre cada um dos pilares rege a missão e o dever das universidades no Brasil. O ensino superior, assim, não há de impactar tão somente no indivíduo ou em seu círculo de convívio, pois a abrangência pretendida deve extrapolar os limites sociais e físicos, na medida em que sua propagação e seu desenvolvimento devem se expandir a tal ponto, que oportunizem o aperfeiçoamento em escala de conhecimento coletiva. Assim, diante dessa necessidade de interação entre o campo teórico e a vivência quotidiana, os mecanismos de ensino devem se amoldar à realidade e, assim, atingirem níveis de aperfeiçoamento objetivos e subjetivos que ampliem a efetividade de suas ações. O presente projeto propõe-se estudar e refletir sobre a extensão universitária por meio da produção e da aplicação do conhecimento em contextos reais no curso de graduação em Direito de uma Instituição de Ensino Superior (IES) na Região do Sertão Central do Estado do Ceará, assumindo um caráter exploratório do tipo qualitativo com recurso às técnicas da observação e da entrevista, bem como ao o diário de campo para apropriação dos dados empíricos. Por meio dos instrumentos das entrevistas estruturadas, realizadas face a face com 10 atores representados pelo gestor de extensão, três docentes coordenadores de projetos de extensão e seis discentes que participam/participaram de ações/projetos de extensão, a partir de seis categorias analíticas: 1. Concepção da extensão universitária; 2. Contexto e diretrizes institucionais; 3. Curricularização da extensão; 4. Indissociabilidade entre ensino, pesquisa e extensão; 5. Aprendizagens discentes em contextos reais. 6. Avaliação do fazer extensionista como veículo de comunicação permanente com os diferentes setores da sociedade. Apesar dos esforços dos envolvidos, foi observado, apenas parcialmente um ciclo formador de aprendizado discente, já que as atuais medidas tendem a fazer o conhecimento fluir principalmente da universidade para a sociedade, e não o contrário. As experiências evidenciam o caráter prescritivo da extensão e a necessidade de uma relação mais dialógica entre a universidade e a sociedade. Para os docentes coordenadores de projetos de extensão, as atividades práticas visam um aprendizado socializador por meio de observação e orientação. No entanto, é essencial superar a visão de que o processo educacional se resume à transmissão de conhecimento, promovendo uma colaboração que fomente uma cultura crítica. A curricularização deve ser vista como uma disrupção epistemológica, e não apenas como um exercício de disciplinarização ou creditação das atividades extensionistas. Observou-se que a extensão universitária tem sido oportunizada aos discentes da IES, evidenciando a desejada indissociabilidade entre ensino, pesquisa e extensão. Há uma relação frequente entre projetos de pesquisa e extensão, como exemplificado pela pesquisa-ação, onde o ciclo acadêmico abrange a apreensão da realidade, sua problematização, definição de prioridades em conjunto com os grupos envolvidos, planejamento e desenvolvimento das ações, e avaliação dos resultados. Conclui-se que tais experiências têm demonstrado sucesso em instituições nacionais e internacionais, incluindo o Centro Universitário Católica de Quixadá.
The Brazilian Federal Constitution establishes that "universities [...] shall follow the principle of inseparability between teaching, research, and extension." This principle of inseparability, or the University Tripod, defines the role of Brazilian universities in society, creating an agreement among Higher Education Institutions (HEIs). The Tripod is comprised of higher education, university research, and university extension. The articulation between each of these pillars governs the mission and duty of universities in Brazil. Higher education, therefore, should not impact solely the individual or their immediate circle, as its intended scope must transcend social and physical boundaries, with its dissemination and development expanding to such an extent that it enables collective knowledge enhancement. Thus, in light of this need for interaction between theoretical fields and everyday experience, teaching mechanisms must adapt to reality, achieving both objective and subjective levels of improvement to enhance the effectiveness of their actions.This project aims to study and reflect on university extension through the production and application of knowledge in real contexts within the undergraduate Law course at a Higher Education Institution (HEI) in the Sertão Central region of the State of Ceará. It assumes an exploratory qualitative approach using observation and interview techniques, as well as a field diary for empirical data collection. Through structured interviews conducted face-to-face with 10 stakeholders, including the extension manager, three faculty members coordinating extension projects, and six students who participate or have participated in extension actions/projects, six analytical categories were identified: 1. Conception of university extension; 2. Context and institutional guidelines; 3. Curricularization of extension; 4. Inseparability of teaching, research, and extension; 5. Student learning in real contexts; 6. Evaluation of extension practices as a permanent communication channel with different sectors of society. Despite the efforts of those involved, only a partial formative cycle of student learning was observed, as current measures tend to make knowledge flow mainly from the university to society. The experiences highlight the prescriptive nature of extension and the need for a more dialogical relationship between the university and society. For faculty members coordinating extension projects, practical activities aim at socializing learning through observation and guidance. However, it is crucial to overcome the view that the educational process is merely the transmission of knowledge, promoting instead a collaboration that fosters a critical culture. Curricularization should be seen as an epistemological disruption, not merely an exercise in disciplining or crediting extension activities. It was observed that university extension has been made available to students, evidencing the desired inseparability between teaching, research, and extension. There is a frequent relationship between research and extension projects, as exemplified by action research, where the academic cycle encompasses the apprehension of reality, its problematization, the definition of priorities in conjunction with the involved groups, the planning and development of actions, and the evaluation of results. It is concluded that such experiences have demonstrated success in national and international institutions, including the Centro Universitário Católica de Quixadá.
The Brazilian Federal Constitution establishes that "universities [...] shall follow the principle of inseparability between teaching, research, and extension." This principle of inseparability, or the University Tripod, defines the role of Brazilian universities in society, creating an agreement among Higher Education Institutions (HEIs). The Tripod is comprised of higher education, university research, and university extension. The articulation between each of these pillars governs the mission and duty of universities in Brazil. Higher education, therefore, should not impact solely the individual or their immediate circle, as its intended scope must transcend social and physical boundaries, with its dissemination and development expanding to such an extent that it enables collective knowledge enhancement. Thus, in light of this need for interaction between theoretical fields and everyday experience, teaching mechanisms must adapt to reality, achieving both objective and subjective levels of improvement to enhance the effectiveness of their actions.This project aims to study and reflect on university extension through the production and application of knowledge in real contexts within the undergraduate Law course at a Higher Education Institution (HEI) in the Sertão Central region of the State of Ceará. It assumes an exploratory qualitative approach using observation and interview techniques, as well as a field diary for empirical data collection. Through structured interviews conducted face-to-face with 10 stakeholders, including the extension manager, three faculty members coordinating extension projects, and six students who participate or have participated in extension actions/projects, six analytical categories were identified: 1. Conception of university extension; 2. Context and institutional guidelines; 3. Curricularization of extension; 4. Inseparability of teaching, research, and extension; 5. Student learning in real contexts; 6. Evaluation of extension practices as a permanent communication channel with different sectors of society. Despite the efforts of those involved, only a partial formative cycle of student learning was observed, as current measures tend to make knowledge flow mainly from the university to society. The experiences highlight the prescriptive nature of extension and the need for a more dialogical relationship between the university and society. For faculty members coordinating extension projects, practical activities aim at socializing learning through observation and guidance. However, it is crucial to overcome the view that the educational process is merely the transmission of knowledge, promoting instead a collaboration that fosters a critical culture. Curricularization should be seen as an epistemological disruption, not merely an exercise in disciplining or crediting extension activities. It was observed that university extension has been made available to students, evidencing the desired inseparability between teaching, research, and extension. There is a frequent relationship between research and extension projects, as exemplified by action research, where the academic cycle encompasses the apprehension of reality, its problematization, the definition of priorities in conjunction with the involved groups, the planning and development of actions, and the evaluation of results. It is concluded that such experiences have demonstrated success in national and international institutions, including the Centro Universitário Católica de Quixadá.
Description
Relatório apresentado à Universidade Fernando Pessoa como parte dos requisitos para o cumprimento do programa de Pós-Doutoramento em Sistemas e Tecnologias de Informação, ramo de E-learning
Keywords
Ensino superior Estudantes universitários Extensão Aprendizagem Higher education University students Extension Learning